BPharm(Hons) Learning Model
Y2 Meeting
Adam La Caze
01 March, 2023
Agenda
- Drivers for the program design
- Learning model (and how to make the most of it)
- Your feedback + discussion
- Plan
Drivers
Pharmacists work with all members of the healthcare team to make decisions that improve health outcomes through the wise use of medicines
Doing v Knowing
Source: https://openpress.usask.ca/ideabook/chapter/millers-pyramid-of-clinical-competence/
Doing v Knowing
- Student, preceptor and profession feedback
- Accreditation standards: Australian Pharmacy Council Performance outcomes
- Learning for doing is different to learning for knowing
Limitations of lectures
Mazur, Eric. (2009). Farewell, lecture? Science, 323(5910), 50–51.
Learning model
Learning model
- Instructional model
- Delivery model
- Assessment model
Instructional model
Delivery model
| Traditional model (2 unit course) | New model |
|---|---|
| Lectures, 3 hours/week | Active online learning + workshop (1 hour) + engagement tasks |
| Tutorials, 2 hours/week and/or | Tutorials, 2 hours/week and/or |
| Practicals, 2–3 hours/week | Practicals, 2–3 hours/week |
Workshop
- Provide a ‘check-in’ opportunity for questions and discussion regarding the learning activities
- 5e: “explain” and “elaborate”
- Feed-forward to prepare for engagement tasks and/or major assessments
Lectures v Active online learning + workshop
Lectures
- Watching, thinking
- Applying, extending
Hours/week for a 2 unit course:
10 hours total =
5–7 hours contact +
3–5 hours study
Active online learning
- Reading, watching, interpreting, applying
Workshop
- Applying, extending
Hours/week for a 2 unit course:
10 hours total =
3–5 hours contact +
5–7 hours study
Assessment model
| PHRM2101 | PHRM2201 | PHRM2500 |
|---|---|---|
| Engagement tasks (10%) | Online open-book quizzes (30%) | Engagement tasks (40%) |
| Dispensing portfolio (10%) | Drug design and analysis report (20%) | Designing a drug dosage regimen (20%) |
| In-service presentation (20%) | Liquid dose form design report (20%) | Exam (40%) |
| OSCE (30%) | Compounding skills assessment (30%) | |
| Exam (30%) |
Suggestions for success
- Reflect on the different learning models, the aims of the curriculum and your aims as a graduate
- Give yourself time to get comfortable, but also commit to working through challenges
- Use the activities provided as a guide for learning (rather than aiming to know everything; remember: assessment is focused on what you can do)
- Use the workshops and discussion boards to clarify and seek help
- Participate in team tasks
- Tell us when things don’t work
Your feedback + discussion
Plan
Maximise in-person learning opportunities
- Discuss challenges and preferences: in-person > online > hybrid
Maximise opportunities to interact (in-person and online)
Increase discussion and support for the learning style
…